Sequential Memory: Definition, Importance and Deficits

Memory is the retention of information over time. Although the word memory may conjure up an image of a singular, “all-or-none” process, it is clear that there are actually many kinds of memory, each of which may be somewhat independent of the others.

Sequential memory requires items to be recalled in a specific order. In saying the days of the week, months of the year, a telephone number, the alphabet, and in counting, the order of the elements is of paramount importance. Visual sequential memory is the ability to remember things seen in sequence, while auditory sequential memory is the ability to remember things heard in sequence.

Consequences of poor sequential memory

Many students with reading difficulties have trouble with sequencing and poor sequential memory, which naturally affects their ability to read and spell correctly. After all, every word consists of letters in a specific sequence. In order to read one has to perceive the letters in sequence, and also remember what word is represented by that sequence of letters. By simply changing the sequence of the letters in name, it can become mean or amen.

When reading, students with poor sequential memory may put letters in the wrong order, reading felt as left, act as cat, reserve as reverse, expect as except. They may put syllables in the wrong order, reading animal as ‘aminal’, hospital as ‘hopsital’, enemy as ‘emeny’. They may put words in the wrong order, reading are there for there are. They may write letters in the wrong order, spelling Simon as ‘Siomn’, time as ‘tiem’, child as ‘chidl’. They may omit letters, i.e. reading or writing cat for cart, wet for went, sing for string. They may be unable to repeat longer words orally without getting the syllables in the wrong order, for example words like preliminary and statistical.

Dyslexics have poor sequential memory

A study, published in the Journal of General Psychology, compared 33 dyslexic and 33 control eight to 12 year-old children and found the dyslexic children to be inferior to controls on tasks involving visual sequential memory and auditory sequential memory.

Another study, published in the Archives of Clinical Neuropsychology, compared 24 readers with auditory dyslexia and 21 with visual dyslexia to 90 control group participants and revealed auditory sequential memory impairments for both types of readers with dyslexia, and multiple strengths for good readers.

Improved sequential memory can help improve your child’s reading and spelling skills. To do this effectively, both auditory sequential and visual sequential memory skills need to be developed.

How Edublox can help

Edublox Online Tutor (EOT) houses a number of multisensory brain-training programs that enables learners to overcome learning obstacles and reach their full potential.

EOT is founded on pedagogical research and 30+ years of experience demonstrating that weak underlying foundational skills account for the majority of learning difficulties. Underlying foundational skills include auditory memory. Specific brain-training exercises can strengthen these weaknesses leading to increased performance in reading, spelling, writing, math and learning.

In a recent, soon-to-be published research study, 64 2nd grade students at an inner-city school were divided into three groups: group 1 consisted of 22 students who did Edublox Online Tutor (Development Tutor) for 28 hours over a period of three weeks, while group 2 consisted of 21 who played computer games, and the rest continued with school. Preliminary results show that the visual and auditory sequential memory skills of the Edublox group (blue line) improved significantly:

Visual sequential memory:

Auditory sequential memory:

Edublox Online Tutor (EOT) has been optimized for children aged between 7 and 13, is suitable for the gifted and less gifted, and can be used at home and in school. EOT is effective for a variety of learning difficulties including dyslexia, dysgraphia, dyscalculia and ADD/ADHD.

Overcoming Dyslexia: Maddie’s Diary (A Live Case Study)

Meet Maddie, a 10-year-old who has been diagnosed with severe dyslexia, moderate dyscalculia, ADHD, and low IQ (low 80s). We have chosen Maddie to be a live case study. Starting on March 12, 2018, we will post at least one update per week on our Facebook page, and also copy that update on this page.
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Kimberly, United States